Telling Narratives: The Practice of Mapping Space in Pre-Service Art Education Practicum

Autores

  • Justin P. Sutters Southern Illinois University Edwardsville

DOI:

https://doi.org/10.22456/1982-1654.58220

Palavras-chave:

Ethnography, Narrative Inquiry, Teacher Education, Cartography

Resumo

Teacher education programs need to continually adapt to changes in licensure requirements as well as technological advances. This author advances an ethnographic approach to fieldwork that utilizes Google Maps programs to visually represent the collected data and subsequent reflections on their experiences in urban schools. This particular case draws from scholarship in the fields of narrative inquiry, critical cartography and the works of Michel de Certeau to analyze the data collected during the study and draws related implications for the field of art education.

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Biografia do Autor

Justin P. Sutters, Southern Illinois University Edwardsville

Assistant Professor of Art Education

Referências

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SUTTERS, J. P. Taking Place and Mapping Space: How Pre-Service Art Education Students’ Visual Narratives of Field Experiences in Urban/Inner-City Schools Reveal a Spatial Knowing of Place (Doctoral dissertation), Columbus, Ohio, 2012. Retrieved from https://etd.ohiolink.edu/ap/10?0::NO:10:P10_ACCESSION_NUM:osu1345065866

SUTTERS, J. P. Travel as a means for the discovery of self. Unpublished Thesis. Department of Art Education. Kutztown University: Kutztown, PA. 2006.

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Publicado

2016-06-02

Como Citar

SUTTERS, J. P. Telling Narratives: The Practice of Mapping Space in Pre-Service Art Education Practicum. Informática na educação: teoria & prática, Porto Alegre, v. 19, n. 1, 2016. DOI: 10.22456/1982-1654.58220. Disponível em: https://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/58220. Acesso em: 25 set. 2022.